Light and Shadows - Amazon S3 · Next Generation Science Standards MODULE: Animal Parents and Their Offspring K-2-ETS Engineering Design K-2-ETS1-1 Ask questions, make observations,

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Explore Our Phenomenal World

Unit 1 All About PlantsModulesPlant Structures and Functions Plant Parents and Their Offspring

Unit 3 Light and ShadowsModuleSee Objects

Unit 4 Sky PatternsModuleObserve the Sky

In this Unit Animals and How They Communicate

Module Animals Parents and their OffspringLesson 1 Animal StructuresLesson 2 Functions of Animal StructuresLesson 3 Animals and their ParentsLesson 4 Animal Behaviors

Module Communication Lesson 1 Animal CommunicationLesson 2 Sound

Animals and How They Communicate

Grade 1 • Unit 2Teacher’s Edition

SAMPLE ONLY

Next Generation Science Standards

MODULE: Animal Parents and Their Offspring

K-2-ETS Engineering Design

K-2-ETS1-1

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

27, 69–70

Science and Engineering Practices

Asking Questions and Defining ProblemsAsking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.• Ask questions based on observations to find more information about the natural and/

or designed world(s).• Define a simple problem that can be solved through the development of a new or

improved object or tool. (K-2-ETS1-1)

27, 69–70

Performance Expectations at a GlanceIn this unit, students will discover and practice the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts needed to perform the following Performance Expectations.

Correlations by Module to the NGSS

Performance Expectations MODULE: Animal Parents and Their Offspring MODULE: Communication

K-2-ETS1-1

1-LS1-1

1-LS1-2

1-LS3-1

1-PS4-1

1-PS4-4

Inquiry activities are in italics.

Tx Correlations

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems• A situation that people want to change or create can be approached as a problem to

be solved through engineering.• Asking questions, making observations, and gathering information are helpful in

thinking about problems.• Before beginning to design a solution, it is important to clearly understand the

problem. (K-2-ETS1-1)

27, 69–70

1-LS1 From Molecules to Organisms: Structures and Processes

1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*[Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

26–27, 69–70


Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. • Use materials to design a device that solves a specific problem or a solution to a

specific problem. (1-LS1-1)

10–11, 16–17, 19, 24–25, 33, 44–45

Teacher’s Edition Only: 15


LS1.A: Structure and Function• All organisms have external parts. Different animals use their body parts in different

ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

2–3, 7, 8–9, 10–11, 14–15, 16–17, 19, 20, 21, 22–23, 24–25, 26–27, 30–31, 33, 34, 69–70

Teacher’s Edition Only: 4, 12, 18

LS1.D: Information Processing • Animals have body parts that capture and convey different kinds of information

needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)

24–25, 30–31, 33, 60–61

Continued from previous page.


Correlations Txi


1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.[Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring)]

2–3, 24–25, 51, 54–57, 58–59, 60–61, 64–65, 68



Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.• Read grade-appropriate texts and use media to obtain scientific information to

determine patterns in the natural world. (1-LS1-2)

10–11, 24–25, 54–57, 58–59, 64–65, 67, 68

Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence • Scientists look for patterns and order when making observations about the world.

(1-LS1-2)

54–57


LS1.B: Growth and Development of Organisms• Adult plants and animals can have young. In many kinds of animals, parents and the

offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)

2–3, 51, 52–53, 54–57, 58–59, 60–61, 64–65, 67, 68

Crosscutting Concepts

Patterns• Patterns in the natural and human designed world can be observed, used to describe

phenomena, and used as evidence. (1-LS1-2)

54–57, 67




Structure and Function • The shape and stability of structures of natural and designed objects are related to

their function(s). (1-LS1-1)

2–3, 10–11, 14–15, 19, 21, 22–23, 24–25, 26–27, 30–31, 33, 69–70

Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering and Technology on Society and the Natural World.• Every human-made product is designed by applying some knowledge of the natural

world and is build using materials derived from the natural world. (1-LS1-1)

29



Txii Correlations

1-LS3 Heredity: Inheritance and Variation of Traits

1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]

2–3, 35, 38–41, 42–43, 44–45


Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.• Make observations (firsthand or from media) to construct an evidence-based account

for natural phenomena. (1-LS3-1)

39–41, 43, 44–45, 49


LS3.A: Inheritance of Traits• Young animals are very much, but not exactly like, their parents. Plants also are very

much, but not exactly, like their parents. (1-LS3-1)

35, 38–41, 42–43, 44–45, 49

Teacher’s Edition Only: 12, 36, 48

LS3.B: Variation of Traits• Individuals of the same kind of plant or animal are recognizable as similar but can

also vary in many ways. (1-LS3-1)

36–37, 38–41, 42–43, 49, 50





38–41, 42–43


ELD Connections

ELD.PII.1.1 27, 28

ELD.PII.1.5 63

ELD.PII.1.6 18, 40, 48, 56


Correlations Txiii



CCSS ELA/Literacy Connections

RI.1.7 43

W.1.2 20

W.1.3 68

ALSO INTEGRATES:

K-2-ETS1-2 24

CCC Systems and System Models 25

SEP Developing and Using Models 23, 24–25, 46–47

ELD.PI.1.1 17

ELD.PI.1.3 32, 47

ELD.PI.1.6 68

ELD.PI.1.12 4

ELA W.1.3 68


Txiv Correlations

MODULE: Communication


1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.[Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]

86–87, 88–89, 90, 91


Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.• Read grade-appropriate texts and use media to obtain scientific information to

determine patterns in the natural world. (1-LS1-2)

80–81, 88–89, 92, 96–99, 104–105, 108–109

Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence• Scientists look for patterns and order when making observations about the world.

(1-LS1-2)

Teacher’s Edition Only: 80–81


LS1.B: Growth and Development of Organisms• Adult plants and animals can have young. In many kinds of animals, parents and the

offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)

86–87, 88–89, 90, 91

Teacher’s Edition Only: 78, 83




88–89

1-PS4 Waves and Their Applications in Technologies for Information Transfer

1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.[Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

96–99, 108–109, 113–114


Correlations Txv



Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.• Plan and conduct investigations collaboratively to produce evidence to answer a

question. (1-PS4-1)

88–89 , 92, 96–99, 106, 108–109, 113–114

Connections to Nature of ScienceScientific Investigations Use a Variety of Methods• Science investigations begin with a question.• Scientists use different ways to study the world. (1-PS4-1)



PS4.A: Wave Properties• Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1)

85, 93, 94–95, 96–99, 100, 101, 102–103, 110, 111, 113–114


Cause and Effect• Simple tests can be designed to gather evidence to support or refute student ideas

about causes. (1-PS4-1)

96–99, 102–103, 104–105


1-PS4 Waves and Their Applications in Technologies for Information Transfer

1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*[Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.]

106, 113–114


Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.• Use tools and materials provided to design a device that solves a specific problem.

(1-PS4-4)

106, 113–114


Txvi Correlations


PS4.C: Information Technologies and Instrumentation• People also use a variety of devices to communicate (send and receive information)

over long distances. (1-PS4-4)

106, 113–114



Connections to Engineering, Technology, and Applications of ScienceInfluence of Science, Engineering, and Technology Society and the Natural World• People depend on various technologies in their lives; human life would be very

different without technology. (1-PS4-4)

107

ELD Connections

ELD.PII.1.1 85, 99

ELD.PII.1.5 90

ELD.PII.1.6 110

CCSS ELA/Literacy Connections

RI.1.9 86

W.1.2 92

ALSO INTEGRATES:

1-LS1-1 106

ELD.PI.1.12b 80

ELA RL.1.5 85



Correlations Txvii

Documents

Light and Shadows - Amazon S3 · Next Generation Science Standards MODULE: Animal Parents and Their Offspring K-2-ETS Engineering Design K-2-ETS1-1 Ask questions, make observations,